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This paper aims to probe into the implementation of internship courses under the five-year cosmetology program in Taiwan from the perspective of Dewey's philosophies in hopes that the analysis can serve as reference for schools in planning their internship courses in the future.

This paper probes into the off-campus internship courses under Taiwan's five-year junior college education program by applying Dewey's empirical philosophy.

The study aims to understand the learning experience acquired by students from learning by doing internship courses as reference for future internship design. The current internship courses comprise the follows: summer, during the semester and for a full academic year. The experience of summer internship is career exploration, the experience for semester internship is career experience and the experience from academic-year internship is career choice. The internship strategies are designed according to the three different internship approaches, so that the internship courses can implement the educational effect of “learning from experience”.

To minimize the discrepancy between the cosmetology program under the five-year junior college education and the employment market, credit-based off-campus internship courses are arranged for students' final years at school.

Through on-site trainings, students accumulate work experience and explore into a related career field. The accumulation of experience and gaining of insights mirror the philosophy of learning by doing, which involves students' reflective thinking.

It is hoped that the analysis can serve as reference for internship courses planning in the future.

Mentoring of junior faculty members (i.e. professors) in higher education has been documented to be critical to their academic success which most often takes the form of receiving tenure and/or promotion to higher academic ranks at universities in the USA. A “junior faculty member” would be defined as someone who has not yet been tenured or promoted and is usually within the first five years of their academic appointment. However, mentoring relationships can sometimes be difficult to build and momentum for continuous mentoring throughout the pre-tenure period can be a challenge to maintain. One of the concerns identified by mentees is the importance of regular meetings with mentors and the concomitant difficulty of knowing what to address in these meetings so as to make them productive and helpful. Mentors, most often senior faculty members, note that they do not always know the most relevant issues to discuss with junior faculty during mentoring meetings. The paper aims to discuss these issues.

In an effort to address these issues, the authors describe here the development of using creative technology to support a new mentoring system that provides structured prompts and reminders to both mentors and mentees and uses tools to enhance the efficiency and effectiveness of the mentoring relationship.

This paper highlights a pilot program, describing the rationale for and stages in the development of an e-mail-based and mobile-based program to improve the quality of mentoring for junior faculty at one higher education institution. Focus group data provided by stakeholders (e.g. faculty, department chairs, and associate deans) are provided.

Professional development and academic success for junior faculty members may be strengthened by greater attention to formal mentoring strategies such as the one described here.

Library assistants were originally considered to be professional librarians in the making, and were trained accordingly. With the expansion of libraries and librarianship, Britain's “apprenticeship” system of qualification gave way to formal library school education, and a new category of “non‐professional staff” was created, of people who were unwilling or unable to proceed to graduate‐level qualification. The development of non‐professional certificates of competence in the UK is described against parallel developments in the US, Canada and Australia; the COMLA training modules are also examined. The theoretical and practical issues surrounding training are discussed, training schemes and qualifications in the four countries analysed, and the relative merits of in‐house training and external certificate programmes argued.

The community college model is evolving in the Socialist Republic of Viet Nam. During June 2009, 11 of the 12 existing higher education institutions with “community college” in their official name were examined utilizing a qualitative multiple-case study approach. Data were collected in the field from June 1 to 23, 2009, while making visits to each of the 11 colleges, the Ministry of Education and Training (MOET), and the Vietnam Association of Community Colleges (VACC). Five data collection techniques were utilized to examine the bounded system: (a) semi-structured interviews, (b) survey of the college rectors, VACC informant and MOET informant, (c) participant observation with field notes, (d) document review, and (e) photographs taken during each site visit. After the field study stage, e-mail communication with the study informants between August 2009 and March 2010 clarified questions and developed a deeper level of understanding of the Vietnamese community college model. Results of the study (Epperson, 2010) indicate that although legislation does not exist to permanently establish the higher education institutions named community colleges, a community college model does exist and is in a state of evolution. The model can be defined by a set of core characteristics which emerged from the data. Five themes were particularly prominent: (a) public higher education institutions with community ownership at the provincial or city level, in conjunction with MOET oversight for academic matters; (b) multidisciplinary programs designed to meet the unique needs of the community; (c) multi-level certificates and diplomas conferred up through the college level (three year) of higher education and articulation agreements with universities enable students to earn a university bachelor's degree; (d) domestic and international partnerships are actively sought to develop social capital; (e) scientific and technological research based on community needs as required in the 2005 Education Law.

For undergraduate-only, AACSB-accredited business programs, establishing a student managed investment fund (SMIF) can be an enormous, but potentially worthwhile, undertaking. Resources are often very limited – especially for faculty where their time is already consumed by teaching, administrative and publishing requirements. The purpose of this paper is to reflect on the five-year experience at Stonehill College and suggest considerations for undergraduate institutions seeking to establish such programs.

This is a retrospective on the experience of designing and implementing a SMIF-based academic program. Student education and professional skill development should be the primary outcomes evaluated with such programs. Included are brief perspectives on the program from its alumni with commentary on perceived value in one to four years following graduation.

The experience to date suggests that establishing a SMIF at a smaller, undergraduate-only institution is challenging. For a SMIF to generate educational returns commensurate with its cost, it needs to be part of a comprehensive, academic-driven program that garners broad support by the business faculty and administration of the college. Personal reflections by its program alumni suggest that it can be a very meaningful academic and experiential learning opportunity.

This paper is focused largely on the experience of one institution. Further insights may be attained by a broader, unbiased analysis of institutions where SMIF programs have succeeded or failed to meet similar objectives.

The authors suggests that the creation of a SMIF program at smaller, undergraduate-only institutions faces unique challenges relative to larger, more well-endowed universities. These challenges can be overcome but not without a broad internal commitment. These programs, if done in a comprehensive way, can significantly impact student outcomes.

The retrospective offers up-to-date insights on the value and challenges of starting a SMIF program at smaller-sized, undergraduate-only academic institutions.

Since joining Bennett College in 2008, Dr. Oh has directed 17 undergraduate students’ research projects in applied mathematics. The National Science Foundation (NSF) awarded Dr. Oh grants from the Historically Black Colleges and Universities – Undergraduate Program (HBCU-UP). The grants allowed her to mentor eight mathematics majors/minors in summer research for four years (2009–2012). Based on the four years of successful undergraduate research (UGR) experiences, she, together with Dr. Jan Rychtar from the University of North Carolina at Greensboro (UNCG), received funding for two summers National Research Experience for Undergraduates (NREUP), an activity of Mathematical Association of America (MAA), funded by the NSF in 2013 and 2014. During the six years of funded UGR, Bennett students made 33 presentations at regional, state, and national conferences; two teams won the outstanding student presentation award and first place for presentation. Three papers were published; two of them by Dr. Oh and one of them with a UGR coauthor. Three projects resulted in manuscripts. As a result of the UGR experiences in 2015, Dr. Oh received three more grants: the MAA NREUP, the NSF’s Center for Undergraduate Research in Mathematics (CURM), and the NSF’s Preparation for Industrial Careers in Mathematical Sciences (PIC Math) program awarded grants. A grant was also submitted to HBC-UP-Targeted Infusion Projects: Computational Mathematics at Bennett College.

Overall, the six years of UGR at Bennett College attained the three goals of: (1) enhancing the quality of undergraduate STEM education and research for a deeper appreciation in those disciplines; (2) supporting increased graduation rates in STEM undergraduate education of females; and (3) broadening participation in the nation’s STEM workforce as well as enrollments in graduate schools.

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The basic structure of Korea's formal education system is 6-3-3-4. This school system, which was established soon after its independence from Japan after World War II, has not been changed very much until recently. Primary education covers grades 1–6. Kindergarten has not been a part of the official school system until now, although making it a part of the pubic school system has been under discussion for some years. In the secondary education sector, there are two levels of schools: middle schools covering grades 7–9, and high schools covering grades 10–12. After 12 years of formal education, students advance to higher education. Typically, undergraduate degree (B.A. or B.S.) takes four years.

Discusses the external supply for industries of particular skill groups from academic institutions and illustrates this with a case of industrial management. Essentially, students graduating from academic institutions constitute the major portion of the labour market, and the required courses taught in schools represent the training of students. Takes into consideration three education levels ‐ junior college, college, and graduate school ‐ and classifies the training into six categories: basic knowledge, production, finance, marketing, human resources, and information. Suggests that the discrepancies between the quantities demanded by industries and supplied from schools, and the training expected by industries and received from schools provide useful information for both government and industries when making appropriate decisions.